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Presentation

Diversité is an interface journal in the field of human and social sciences and, more specifically, in education research. Founded in 1973 under the title Migrants formation, and later Ville, école et intégration (VEI), it amplifies the voices of researchers from different disciplines, education professionals and field workers. Thus, it provides an interface between territories, professions, and worlds that work side by side in the field of education without always being aware of one another.

The journal focuses on the quality and accessibility of articles, which must be scientifically substantiated yet can be appropriated by professionals, trainers and managers.

Diversité is published twice a year. Each issue addresses a current topic in education, aiming to explore it in depth by involving all education professionals, both in and out of school, and all scientific disciplines with an interest in education.

Four sections complete the thematic dossier, featuring contributions that engage in ongoing debates in the fields of research and education.

Publishing in the journal

Diversité targets education professionals, particularly trainers and managers working in and associated with schools. It also serves students in initial training and doctoral students entering a scientific career. Consequently, it has a multidisciplinary and generalist aim and publishes texts produced by scientists and professionals alike.

The journal publishes articles by researchers, adopting a perspective of scientific mediation, offering overviews of prior work and a scientifically grounded perspective on an educational issue. In an interface journal, the challenge lies in providing education professionals with a clear, accessible demonstration that fits into a given social context (public or scientific debate) and allows readers to assimilate both consensual and controversial results and approaches. The aim is not to oversimplify; rather, the complexity of the issues addressed and research references supporting the statements have their rightful place in the pages of the journal. We want readers to be able to grasp the major issues at stake and how they impact the work of the actors.

The journal publishes articles by education professionals, featuring first-person narratives of experiences in the singular or plural. The subject matter is highly contextualised and aims to understand the conditions under which the project or practice in question emerged. It also includes descriptions to illuminate the development of the action, the choices made, the possible bifurcations without getting lost in details that might confuse readers. Finally, the article offers a (reflective) analysis, allowing readers to identify the levers and obstacles to a given action, as well as the possible perspectives.

The journal also publishes interviews conducted by members of the editorial and scientific boards. These interviews are intended to provide insights on a current issue from the perspective of a researcher, a public figure or an education stakeholder involved in the debate.

The sections

Research pathways

Every education researcher has a unique background. In the ‘research pathways’ section, we chose to showcase portraits of researchers, featuring articles or interviews describing their professional and scientific careers.

In the research factory

How is education research produced? This section aims to provide access to the ongoing work of education researchers. It also seeks to provide an understanding of emerging research in the sense that it engages in a scientific approach that raises new questions, brings together and articulates disciplines differently, explores new objects, mobilises new methodological tools, etc.

Controversies

Research, much like the field of education, is rife with debates, some more lively than others. This section aims to organise the controversy between two parties (researchers, trainers, managers, etc.) around an issue that concerns them and on which they do not share the same point of view.

What's more!

At the end of each dossier, we wish to provide an alternative perspective. Therefore, we invite international researchers to share their insights on the issues discussed in the dossier, either through an article or an interview.

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